شکوه سادات بنی جمال

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

Aim: The aim of this study evaluates the effects of Lego therapy on social skills in children with autism high function.
The method was a single subject design, Ten Children high-functioning autistic boys (7-10 years) Participated with an intact sampling method and receive 16-session of Lego Therapy. The assessments were done in 6 phases, 2 weeks before starting treatment, one day before starting the treatment, after 8 sessions, one day after the end of treatment and follow-up sessions (two weeks and one month after the end of treatment). Gilliam Autism and autism social skills profile were used research tools. Data analysis performed by visual analysis chart and effect size was computed.
The results showed that social skills increase in children with autism high function and the symptoms of autism (social interaction problems) declined. It also showed that the effect size Lego therapy are effective on improving social skills in children with autism and reduce the symptoms of autism.
This Study results Supports the role of Lego therapy in improvement of social skills and social competence in children with high functioning autism.